LINE
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DED
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CROSS-CURRICULAR ACTIVITIES
Language
• Math
• Science
• Social Science
• The Arts
• Physical and Health Education
•
Connections to Multiple Intelligence
Kindergarten to Grade 3
Welcome to Jumping into
TM
the Curriculum !
This cross-curricular resource provides elementary teachers with
fun-filled jump rope activities that assist in teaching language,
math, science, the arts and social studies concepts while nurturing
students‘ Multiple Intelligences.
Jumping into the Curriculum‘s step-by-step activities:
• Match curriculum expectations
• Require only minutes to prepare
• Include Black Line Masters
• Support Howard Gardner’s Theory
of Multiple Intelligences
We hope these activities will
help you to create a learning
environment that is educational
as well as challenging, fun and
physically active.
If you have any comments or
suggestions, please contact
us @ hearthealthykids@hsf.on.ca.
This Resource has been approved by
Curriculum Services Canada.
KINDERGARTEN
INTO THE
Curriculum Connections:
•
•
•
Language
Mathematics
Health and Physical Education
Multiple Intelligences:
•
•
•
•
•
Linguistic
Logical-Mathematical
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
Each student will require one
skipping rope.
JUMPIN' LETTERS,
NUMBERS AND SHAPES
Activity:
Objective: This activity will enable students to create letters,
numbers and shapes using a skipping rope.
1) Provide all students with a skipping rope.
2) Have students place their skipping ropes on the floor in the
shape of an I.
3) Students are to hop back and forth over their skipping rope until
the teacher calls out a letter, number or shape (e.g. 7 or V).
4) When a letter, number or shape is called, students are to work in
pairs to form the letter, number or shape using their skipping ropes.
5) Once the letter or number is made, students may begin to explore
their relationship with the object (e.g. jump over it; jump inside/
outside of it; jump around it; etc.).
6) Teachers may check their letters, numbers or shapes before calling
out another one for the students to create.
7) Challenge students to create simple words. (e.g. run, hop, skip).
Skipping Leaders:
1) Place students in small groups.
2) Designate one student as the leader to begin.
3) Student leaders call out a letter, number or shape and their group
must create it.
4) Switch student leaders every few minutes, until all students have
had a turn being a leader.
Curriculum Expectations:
Language:
•
•
Write using a variety of tools and media.
Print most of the letters of the alphabet, students must print their own names,
names of family members and some short words.
Mathematics:
•
Recognize and write numerals from one to ten.
Social Development - Health and Physical Education:
•
•
Participate willingly in creative movement, dance and other daily physical activities.
Demonstrate balance, ease and flexibility in movement.
KINDERGARTEN
INTO THE
Curriculum Connections:
•
•
Language
Health and Physical Education
Multiple Intelligences:
•
•
•
•
Linguistic
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
Each student will require
1 skipping rope.
• Black Line Masters:
8 concentration cards.
•
Preparation:
Photocopy and cut out the
concentration cards twice
to make a set of 16 cards
(8 pairs).
• You will need one set
per group.
•
CONCENTRATION JUMPING
Activity:
Objective: This activity will enable students to work on their
identification of words and pictures.
1) Place students into teams of 8.
2) Provide each team with a set of 16 concentration cards,
placed upside down in front of them.
3) Partner all students into “pairs” and number the pairs from 1 to 4.
4) The teacher will call out a “pairs” number to begin the game.
5) The “pair” who is called chooses a card to turn over, reads the
jumping activity and invites their team to perform the jumping task
on the card.
6) Once the team completes the jumping activity, the “pair” turns over
a second card, reads the jumping activity and invites their team to
perform the jumping activity.
7) If the second card matches the first card the “pair” picks up both cards
and places them on the floor in front of them; if the second card does
not match the first card they must turn both cards over again.
8) Whether a match is made or not, the next “pair” of students now
have their turn.
9) To complete the game all memory card pairs need to be matched.
Skipping Leaders:
Allow students to create their own memory cards and have students
play a new game using them.
Curriculum Expectations:
Language:
•
Identify most of the letters of the alphabet and demonstrate understanding that
letters represent sounds and that written words convey meaning.
Social Development - Health and Physical Education:
•
•
Participate willingly in creative movement, dance and other daily physical activities.
Demonstrate balance, ease and flexibility in movement.
Jump rope
5 times.
Make a bridge over a
skipping rope.
Jump over a
skipping rope like a
frog 2 times.
Walk over a
skipping rope like a
tightrope walker.
Jump over a skipping
rope with one foot.
Jump over a skipping
rope like a kangaroo.
Jump inside a
skipping rope in the
shape of a circle.
Jump over a
skipping rope like a
rabbit 3 times.
BLACK LINE MASTER
CONCENTRATION JUMPING
Concentration Cards
GRADE 1
INTO THE
Curriculum Connections:
•
•
Mathematics
Health and Physical Education
Multiple Intelligences:
•
•
•
•
Logical-Mathematical
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
Each student will require one
skipping rope.
SKIPPIN' FACTORS
Activity:
Objective: This activity will help students practice their factoring skills.
1) Give 1 skipping rope to each student and ask them to put it on
the ground beside them in a straight line.
2) The teacher will call out a number between 1 and 100.
3) The students will jump over their ropes and count by 1's to that
number. Repeat this a few times by calling out different numbers.
4) Once the class has tried counting by 1's a few times, start
asking the students to skip to numbers by different factors. For
instance: if the teacher calls out “jump to 20 by a factor of 2”,
the students should jump and count to 20 calling out the following
“2, 4, 6, 8, etc...to 20”. Repeat this a few times by calling out different
factors and numbers.
5) Once the students have tried counting by different factors a few
times, try to illustrate factoring by getting them to jump in “factor”
groups. For instance, if the teacher calls out “factor of 5”, the
students then have to form groups with 5 students.
Once they are all in groups, the teacher calls out a
2,4,6,8
number they should jump to by that factor
“Now jump to 30”. As a group they count
2,4,6,8
to 30 in factors of 5. Repeat a few times by
calling out different factors and numbers.
Skipping Leaders:
1) Place students in groups of 4.
2) Designate 1 student as the leader to begin
(ensure students take turns being the leader).
3) Student leaders call out a number. Their group creates
that number using their skipping ropes on the floor.
4) Now the leader calls out an appropriate factor (they can ask the
group for suggestions). The students are to jump over their
created rope numbers by that factor (e.g. 1‘s, 2‘s, 5‘s and 10‘s).
Curriculum Expectations:
Mathematics (Number Sense and Numeration):
•
Count by 1's, 2's, 5's and 10's to 100 using a variety of ways.
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
•
•
Demonstrate the principles of movement using locomotion/traveling,
manipulation, and stability skills.
Active Participation:
Participate on a regular basis in physical activities that maintain or improve
physical fitness.
•
GRADE 1
INTO THE
Curriculum Connections:
•
•
Science
Health and Physical Education
Multiple Intelligences:
•
•
•
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
Each group will require
a skipping rope.
Black Line Master:
Teacher Reference Sheet
• Black Line Masters:
9 Body Part Cut-outs
•
Preparation:
•
•
Photocopy and cut out one set
per group of the Black Line
Master body parts.
It is important that teachers
review the components of the
body with their students
before beginning this activity
(See Black Line Master:
Teacher Reference Sheet for
helpful information).
BODY RELAY
Activity:
Objective: To enable students to identify body parts related to heart
health (cardio-vascular system) through assembling a body parts puzzle.
1) Place students in groups of 4 at one side of the gymnasium and give
each group a skipping rope.
2) At the other side of the gymnasium, place the piles of body parts
required to make a person (one set of body part cut-outs per group).
3) On the word, “go” the first student in each group will place a
skipping rope on the ground and hop over it 5 times, then run to the
other end of the gymnasium to pick up a body part and bring it back
to his/her group.
4) The student who returns will “high-five” the next
student, who will then repeat the same hopping
activity and retrieve another body part.
5) Once all body parts are brought over, the group
must work as a team to put the body pieces
together to make a human body.
Skipping Leaders:
1) Have students create an outline of their
body by having a partner trace them on
large butcher paper.
2) Ask students to draw in the heart, lungs,
stomach, intestines, veins, arteries and brain.
Curriculum Expectations:
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
• Demonstrate the principles of movement using locomotion/traveling, manipulation,
and stability skills.
•
Active Participation:
Participate on a regular basis in physical activities that maintain or improve
physical fitness.
•
Science (Life Systems):
•
Identify the major parts of the human body and describe their functions.
BLACK LINE MASTER
BODY RELAY
Teacher Reference Sheet
To be used as an introduction to the “Body Relay” activity.
Teachers: Before using the “Heart Healthy Body” activity, ensure that
your students can identify the body parts listed below.
Heart
Your heart is a muscular pump with four hollow chambers.
The upper chambers collect blood coming into the heart and the lower
chambers pump blood forcefully away.
Lungs
Your lungs are like hollow, thin-walled pouches inside the chest,
which are lined with blood vessels that absorb oxygen from air.
Blood Vessels
Your blood vessels are tubes that carry blood around the body.
Blood vessels include arteries, veins and capillaries.
Arteries
Your arteries are tubes that carry blood that is rich with oxygen
away from the heart.
Veins
Your veins are tubes that carry blood back to the heart to get more oxygen.
Brain
The brain is like a computer in your body that sends and receives
messages from the rest of your body.
Stomach
Your stomach is part of the body system that breaks food
into bits small enough for the blood to carry.
Intestines
Food moves from your stomach to the intestines. The intestines are tubes
that absorb the vitamins, minerals and energy from food into the bloodstream.
BLACK LINE MASTER
BODY RELAY
Body Part Cut-outs
GRADE 2
INTO THE
Curriculum Connections:
•
•
•
The Arts (Drama/Dance)
Language
Health and Physical Education
Multiple Intelligences:
•
•
•
Linguistic
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
•
Each student will require
one skipping rope.
Black Line Masters:
8 Healthy Charade Cards.
Preparation:
•
•
Introduce the idea of charades
as a way of communicating
non-verbally. Challenge the
class to think of different
ways of giving instructions
to another person without
using words.
Photocopy and cut out the
healthy charade cards for
the activity.
HEALTHY SKIPPING CHARADES
Activity:
Objective: This activity will allow students to improve their
communication and teamwork skills.
1) Place students in teams of 4 and number them from 1 to 4.
Scatter the groups around the gymnasium.
2) To start, the teacher stands in the middle of the gymnasium and
invites student #1 in each group to read a healthy charade card,
run back to his / her group and have the group perform the task
stated on the card using only non-verbal communication skills.
3) Once all the groups have successfully completed the activity,
the teacher can start again by inviting student #2 in each group
to read the next healthy charade card.
Note: The first time your class tries this activity, you may want to
start by allowing students to use verbal communication the first
time to get the idea of how the activity works. Then switch to only
using non-verbal communication.
HAVE YOUR GROUP:
• SKIP 5 TIMES ON THE SPOT
• SKIP TO THE CLOSEST WALL
HAVE YOUR GROUP:
SKIP REALLY QUIET
LY 20 TIMES
SKIP TO THE OTHER
SIDE OF THE GYM
• SIT DOWN IN
A STRAIGHT LINE
•
•
Skipping Leaders:
•
Have students create their own healthy charade cards;
let the students try them out with their classmates.
Curriculum Expectations:
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
• Demonstrate the principles of movement using locomotion/traveling, manipulation,
and stability skills.
•
Active Participation:
Participate on a regular basis in physical activities that maintain or improve
physical fitness.
•
The Arts (Drama/Dance):
•
Use language and non-verbal means of communication effectively for a variety of
purposes both in and out of role.
Language:
•
•
Communicate messages, and follow instructions and directions.
Apply some of the basic rules of participating in a conversation and working with others.
BLACK LINE MASTER
HEALTHY SKIPPING CHARADES
Healthy Charade Cards
HAVE YOUR GROUP:
HAVE YOUR GROUP:
SKIP BACKWARDS TWICE
• SKIP FIVE TIMES ON THE SPOT
SIT DOWN IN A CIRCLE
• SKIP TO THE CLOSEST WALL
SCREAM “JUMP ROPE FOR HEART!”
•
•
•
HAVE YOUR GROUP:
HAVE YOUR GROUP:
SKIP TEN TIMES REALLY QUICKLY
• SIT IN A CIRCLE AS A GROUP
• PUT THEIR FEET UP IN THE AIR
•
•
HAVE YOUR GROUP:
•
PLACE ROPES ON THE FLOOR IN THE
SHAPE OF A LADDER
•
HOP OVER THE ROPES ONE AT A TIME
HAVE YOUR GROUP:
SKIP REALLY QUIETLY 20 TIMES
• SKIP TO THE OTHER SIDE OF THE GYM
• SIT DOWN IN A STRAIGHT LINE
HAVE YOUR GROUP:
• SKIP BACKWARDS 8 TIMES
• DO 5 SIT-UPS
• WALK AROUND THE GYM ONCE
HAVE YOUR GROUP:
SKIP IN PAIRS
• TOUCH ALL 4 WALLS
• SCREAM “OUR TEACHER IS THE BEST!”
•
•
PLACE SKIPPING ROPES ON THE FLOOR
•
WALK ACROSS LIKE A TIGHTROPE WALKER
GRADE 2
INTO THE
Curriculum Connections:
•
•
Mathematics
Health and Physical Education
Multiple Intelligences:
•
•
•
•
Logical-Mathematical
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
Each student will require one
skipping rope.
• Black Line Masters: 13 number
cards (0 to 9, plus sign, minus
sign, equal sign).
•
Preparation:
•
Photocopy and cut out 6 sets
of the number cards.
DO “SUM" SKIPPING
Activity:
Objective: This activity will enable students to review addition and
subtraction by creating their own math equations.
1) Place students in groups of 4, numbering them from 1 to 4, and have
them spread out around the perimeter of the gym.
2) Place the 6 sets of number cards in the middle of the gymnasium.
3) The teacher then calls out a number between 1 and 10 (e.g. 6).
4) Together as a group, the students must speed skip the number the
teacher has called out (e.g. speed skip 6 times).
5) Students must then work together to come up with an addition or
subtraction equation that equals that number (e.g. 2 + 4 = 6, 7-1 = 6).
6) Once the group has figured out an equation, the first student
must run to the middle of the gymnasium, retrieve an appropriate
card, (e.g. 4 or + sign) come back to his / her group and “high-five”
the next student who will then run to retrieve another card to
form the equation.
7) The last member will then run and grab the equals sign and the
answer, run back and put the equation together on the floor.
8) Once all the groups have completed the activity,
the teacher can start again by
calling out another number.
Skipping Leaders:
1) Challenge the groups to create as many math equations as possible
that equal the number using addition and subtraction (e.g. if the
number is 8, then they may come up with the following equations:
1+7; 2+6; 3+5; 4+4; 9-1; 10-2).
Note: you may need more sets of number cards for this activity.
2) Have students use their ropes or their bodies to make the math
equations instead of the number cards.
Curriculum Expectations:
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
• Demonstrate the principles of movement using locomotion/traveling, manipulation,
and stability skills.
•
Active Participation:
Participate on a regular basis in physical activities that maintain or improve
physical fitness.
•
Mathematics (Number Sense and Numeration):
•
•
Investigate the properties of whole numbers.
Explain a variety of strategies to find sums and differences of 2 numbers.
BLACK LINE MASTER
DO “SUM” SKIPPING NUMBER CARDS
GRADE 3
INTO THE
Curriculum Connections:
•
•
Language
Health and Physical Education
Multiple Intelligences:
•
•
•
•
Linguistic
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
•
Black Line Masters: 4 sets of
Letter Cards.
20 - 24 skipping ropes for the
“ladders” and 4 skipping
ropes for the groups.
Preparation:
• Brainstorm healthy/active words
with your class (prompt your class
to think of words that relate to:
active living (run, jump, skipping,
frisbee, etc.), smoke free living
(say no, second-hand smoke, etc.)
and cardio-vascular body parts
(heart, lungs, veins, brain, etc.).
• Familiarize your class with an
example of a crossword puzzle.
• Photocopy and cut out four to six
sets of the Letter Cards.
CROSSWORD YOUR HEART
Activity:
Objective: This activity will allow students to increase their vocabulary
words by creating their own healthy/active crossword puzzles.
1) Place students into groups of 4, numbering each student from 1 to 4.
2) Place skipping ropes in the shape of a ladder from the corners of the
gym towards the middle of the gym. Have all the Letter Cards in the
center of the gym.
3) Student groups are placed in the corners of the gym and are
allocated a time limit whereby they must attempt to create a
given number of heart healthy words in crossword form,
using the letter cards (e.g. 3 healthy/active words in a crossword
must be created in five minutes).
4) To retrieve the Letter Cards they need, the first student jumps over
the rungs of the ladder towards the middle of the gymnasium,
chooses a letter he/she requires and runs back to the group placing
the letter on the floor and then “high 5‘s” the next group member.
5) The next student may retrieve another letter by performing
the same tasks.
6) Once each team begins to bring the letters back to their group,
the group can start to form healthy/active words in a crossword
format (e.g. HEART - with the
J
letter "R" also used to form the
U
word JUMPROPE).
S M O K E F R E E
P
H
Skipping Leaders:
E
A R
T
O
P
E
1) Choose a group to be the leaders.
2) The group is to select a health topic (e.g. healthy eating, smoke-free
living, active living) and challenge the other groups to come up with
as many words as they can that relate to the topic.
Curriculum Expectations:
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
• Demonstrate the principles of movement using locomotion/traveling, manipulation,
and stability skills.
•
Language (writing):
•
•
•
Use phonics and memorized spelling rules to increase accuracy in spelling.
Choose words that are most appropriate for their purpose.
Use and spell correctly the vocabulary appropriate for this grade level.
GRADE 3
INTO THE
CROSSWORD YOUR HEART
Activity Set-up
GROUP
ONE
GROUP
TWO
H
GROUP
THREE
H
O D
R
T A
I G L E
K
GROUP
FOUR
BLACK LINE MASTER
CROSSWORD YOUR HEART
Letter Cards
A B C D
E FGH
I J K L
BLACK LINE MASTER
CROSSWORD YOUR HEART
Letter Cards
MNOP
QR S T
UVWX
BLACK LINE MASTER
CROSSWORD YOUR HEART
Letter Cards
YZA E
I OUA
E I OU
GRADE 3
INTO THE
Curriculum Connections:
•
•
Social Studies
Health and Physical Education
Multiple Intelligences:
•
•
•
•
Intrapersonal
Spatial
Interpersonal
Bodily-Kinesthetic
Materials Required:
•
Each student will require one
skipping rope.
Skipping Across Canada Map poster.
Black Line Masters: One copy for
each child of the following:
• Distance Reference Sheet with
distance/kilometres between
Canadian Cities.
• Jump Character Outline to use as
progress markers on the map.
• Student Worksheet to keep track
of skipping progress.
•
•
Preparation:
SKIPPING ACROSS CANADA
Activity:
Objective: this activity will enable students to learn about Canada as
they skip towards a destination.
1) Place the Skipping Across Canada Map poster on the wall.
2) Inform students that they will be attempting to skip across Canada –
discuss the idea of traveling and how far it is to different places in
their community. Talk about the different modes of transportation
that can be used to travel. The mode of transportation will be
skipping for this activity.
3) For this activity, every completed skip of the rope will equal
1 kilometre (e.g. 10 skips = 10 kilometres).
4) Have students determine what cities in Canada they would like to
skip to and from and have them determine the distance between the
cities using the Distance Reference Sheet.
5) Have students record their plans on the Student Worksheet.
6) Provide each student with a Jump Character Outline to use as their
progress marker on the Skipping Across Canada Map poster.
7) Students will skip rope for 5 to 10 minutes every day and keep track
of how many skips they complete on their worksheets.
8) By the end of the week, have students add up their completed skips
and calculate the number of kilometres they have traveled.
9) Each week, allow students to move their Jump Rope Character an
appropriate distance on the map to show their progress.
• Ensure students are familiar with
Canadian cities listed on the
Skipping Across Canada Map poster.
• Photocopy a class set of the three
Black Line Masters.
Skipping Leaders:
• Challenge
your school! See how many kilometres each class can travel.
Start this activity in September – track to see how far they travel every
month or throughout the whole year.
Curriculum Expectations:
Health and Physical Education:
Fundamental Movement Skills:
Perform the basic movement skills required to participate in physical activities:
locomotion/traveling, manipulation, and stability.
• Demonstrate the principles of movement using locomotion/traveling, manipulation,
and stability skills.
•
Active Participation:
Participate on a regular basis in physical activities that maintain or improve
physical fitness.
•
Social Studies (Canada and World Connections):
•
Make and use large maps of rural and urban communities, using familiar
units of measure.
BLACK LINE MASTER
SKIPPING ACROSS CANADA
Student Worksheet
STUDENT NAME:
______________________________
Welcome to Skipping Across Canada! This activity will allow you to travel across Canada by
jumping rope. All you have to do is keep track of how many times you skip. A completed skip
is when you turn the rope over your head and jump over it successfully! Good luck and
enjoy your travels across Canada!
What city would you like to start your travels in? _________________________________
Which city would you like to travel to? _____________________________________________
How many kilometres will it take for you to get there? _____________________________
(see Distance Reference Sheet for help)
In the chart below, please record the dates you jump rope and number of skips you jumped.
Add the number of skips together each day. An example is given below to help you out.
City (from - to): Toronto to Vancouver Total Kilometres: 4439
Date
September 5th
September 6th
Number of Completed Skips
20
25
TOTAL
20
45
Now try out your own - happy travels!
City (from-to): ____________________________________ Total Kilometres: ________________________
Date
Number of Completed Skips
TOTAL
INTO THE
19.
15.
1.
3.
18.
12.
10.
17.
13.
16.
6.
14.
8.
7.
9.
4.
5.
2.
1. Calgary
3. Edmonton
5. Halifax
7. Montreal
9. Quebec City
11. St. John’s
13. Sault Ste Marie
15. Vancouver
17. Winnipeg
19. Yellowknife
11.
2. Charlottetown
4. Fredericton
6. Iqaluit
8. Ottawa
10. Regina
12. Saskatoon
14. Toronto
16. Windsor
18. Whitehorse
SKIPPING ACROSS CANADA MAP
BLACK LINE MASTER
SKIPPING ACROSS CANADA
Jump Character Outline
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
Name: __________
Name: ___________
3144
2323
2144
2484
474
3881
387
1704
2157
653
1438
2397
852
1190
Halifax, NS
Montreal, QU
Ottawa, ON
Quebec City, QU
Regina, SK
St John's NF
Saskatoon, SK
Sault Ste Marie, ON
Toronto, ON
Vancouver, BC
Whitehorse, YK
Windsor, ON
Winnipeg, MB
Yellowknife, NWT
4193
2233
1319
4556
3778
1234
1381
2742
779
2581
600
881
757
265
235
1091
839
2499
1273
801
2269
1816
327
3892
524
2540
2312
2379
3155
2861
3928
1998
1084
4321
3543
1036
1146
2507
1031
2346
394
683
559
294
4605
4000
2231
1317
4554
3772
1292
1375
2740
837
2579
598
940
853
473
5078
426
3402
1471
562
3584
3017
325
620
1982
1553
1821
160
113
1372
899
3829
1218
3278
1348
560
3671
2893
246
496
1824
1677
1696
285
182
1512
1099
3720
1418
To determine the distance between 2 cities:
1) Find the city you are starting in on the left row (e.g. Halifax)
2) Find the city you are travelling to on the top column (e.g. Windsor)
3) Follow row across and column down to where they meet
(e.g. 2119km between Halifax and Windsor)
2850
Calgary, AB
Fredericton, NB
Charlottetown, PEI
3096
Edmonton, AB
183
Fredericton, NB
Edmonton, AB
Halifax, NS
378
Montreal, QU
4983
Ottawa, ON
3085
Quebec City, QU
Charlottetown, PEI
3563
1632
719
3956
3178
489
781
2143
1396
1976
459
257
962
634
4088
965
Regina, SK
1615
355
1886
1797
1112
1654
1201
158
3377
3189
2730
2930
4151
3776
843
4154
763
5004
2944
2248
5201
4395
2029
2177
3543
5435
2246
2698
2499
1347
1659
6264
1253
6245
St John's NF
3998
1454
483
2124
1635
1056
1906
1453
5701
254
3448
2935
3189
4410
4035
526
4413
623
Saskatoon, SK
3540
2782
851
683
2963
2305
453
2338
3503
1932
1257
798
998
2212
1844
2922
2222
2742
Sault Ste Marie, ON
3739
1730
1453
3453
1512
4439
3710
1699
7073
1790
5115
4656
4856
6071
5702
1289
6080
1061
1895
2111
3508
2434
5498
4769
2632
8370
2892
6367
5908
5767
7329
6954
2048
7332
2314
3465
1535
5645
5557
371
1099
3418
3617
3035
1157
901
904
2119
1744
4021
2122
3857
1930
2470
3398
2339
2100
1370
777
4737
572
2627
2169
2368
3590
3215
1350
3593
1371
3109
5575
3050
2784
5207
4476
2339
8051
2601
5733
5274
5474
6436
6320
1757
6698
1915
TransCanadaHighway.com Mileage Between Cities
Kilometres in white
Miles shaded grey
3235
1305
231
3416
2758
729
3067
3266
2661
787
396
523
2080
1667
3651
1986
3471
Toronto, ON
5059
Vancouver, BC
4586
Whitehorse, YK
294
Windsor, ON
4964
Winnipeg, MB
Calgary, AB
Distance Reference Sheet
SKIPPING ACROSS CANADA
BLACK LINE MASTER
Yellowknife, NWT
Thank you for choosing the
TM
Heart Healthy Kids Program!
This resource was created by:
Sarah Calderwood, Heart and Stroke Foundation of Ontario
Carol Scaini, Peel District School Board
A special thank you to the following individuals that reviewed,
edited and provided many ideas and invaluable guidance through
the development of this resource:
John Kirk
Teresa Socha
Dr. Andy Anderson
For more information please call your local area office
or visit www.heartandstroke.ca